Research On Cognitive Diagnosis Of High School "Electrostatic Field" Based On RSM Under The Concept Of Big Concept

The"Physics Curriculum Standards for Ordinary High Schools(2017 Edition)"clearly states that the teaching process should be centered around the"major concept of the subject"and guided by unit themes to promote the rapid implementation of core competencies in the physics discipline.Teaching under the guidance of big concepts can quickly implement course objectives and establish correct values.A reasonable and effective cognitive evaluation method is an effective way to improve teaching quality.The cognitive diagnostic theory that combines cognitive psychology and psychometrics can observe students’internal knowledge mastery through scores,providing reliable theoretical basis for teaching feedback.This article is guided by the concept of big concepts,using RSM as a means,and utilizing tools such as Microsoft Office Excel,SPSS,Winsteps,MATLAB,etc.,to conduct cognitive diagnostic research on the knowledge mastery of electrostatic field modules among high school sophomores.Based on the diagnostic results,targeted remedial teaching is conducted.This study consists of three parts:The first is cognitive diagnostic research.Guided by the big concept and referring to the electrostatic field elements extracted by Sun Yue in his master’s thesis using AHP method,this paper analyzes the content of Curriculum Standards,textbooks,and true college entrance examination questions,extracts key elements as cognitive attributes,logically analyzes Curriculum Standards and textbooks,and establishes attribute hierarchy relationships.Based on the interview method and questionnaire survey method,9 cognitive attributes were condensed and a reasonable and effective hierarchical relationship of attributes was constructed.Based on Q-matrix theory,32 ideal reaction modes were constructed;Prepare pre test questions to conduct cognitive diagnosis on 121 participants in the second year of high school in B County,H Province.Using Winsteps and MATLAB software to program and calculate the ability values of 32 ideal subjects and 121 actual subjectsθ,θ′and warning indicatorsξ,ξ′,Construct a rule space;Place the actual subject coordinate points(θ_X′,ξ_X′)Projected to the ideal subject coordinate point corresponding to the minimum Mahalanobis distance(θ_X,ξ_X)go ahead and make a judgment.Finally,121 subjects were successfully classified into 32 ideal response modes,indicating that the process of determining attributes,attribute hierarchy relationships,and the application of parameter estimation methods in this study are scientific and reasonable.The second is the analysis of diagnosis results.According to the cognitive diagnosis results of RSM,the mastery rates of 9 attributes are 100%,100%,42.8%,100%,27.7%,92.8%,88.4%,85.7%,and 75.9%,respectively.From the data,it can be seen that there are problems in mastering the Coulomb’s law,electric field strength,and potential difference of the test population,which have become the focus of subsequent group remediation.Through the analysis of subjects 11,73,and 104,it was found that the mastery of attributes varies among subjects with the same grades and ability values,indicating that macroscopic grades cannot measure internal differences among subjects with the same grades.Finally,there is research on remedial strategies.By combining attribute hierarchical relationships and cognitive diagnostic results,a high-level learning path map for the"electrostatic field"module is depicted.Referring to the path map,propose corresponding remedial paths for the individual problems encountered by subjects 11,73,and 104.Six remedial paths have been condensed to address the issues of the subject population.Based on the best path,write a teaching design for high school"electrostatic field"remediation under the concept of the big concept,and implement the remediation plan in Class 4 of a high school in B County,H Province.Compare it with Class 1 of a high school under the traditional teaching mode.The research results indicate that teaching methods under the concept of big concepts are more conducive to students integrating scattered knowledge and promoting the formation of students’core competencies.